Lo que hay que saber para facilitar el aprendizaje | 05 JUN 17

¿Cuál es la utilidad de la clase tradicional en la enseñanza de la medicina?

En la enseñanza de universitarios adultos el formato tradicional de la disertación se traduce en menores tasas de retención y menor compromiso de los estudiantes
Autor/a: Cooper AZ, Richards JB Fuente: Alliance for Academic Internal Medicine 2016  Lectures for Adult Learners: Breaking Old Habits in Graduate Medical Education
INDICE:  1. Página 1 | 2. Referencias bibliográficas
Referencias bibliográficas
  1. Friesen, N. The lecture as a transmedial pedagogical form: a historical analysis. Educ Res. 2011; 40: 95–102
  2. Hurst, J.W. The overlecturing and underteaching of clinical medicine. Arch Intern Med. 2004; 164: 1605–1608
  3. Honan, W.H. The college lecture, long derided, may be fading. The New York Times. August 14, 2002; : B7
  4. Prober, C.G. and Heath, C. Lecture halls without lectures – a proposal for medical education. N Engl J Med. 2012; 366: 1657–1659
  5. Nickson, C.P. and Cadogan, M.D. Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas. 2014; 26: 76–83
  6. White, G. Interactive lecturing. Clin Teach. 2011; 8: 230–235
  7. Bligh, D. What's the Use of Lectures?. Jossey-Bass, San Francisco; 2000
  8. Lenz, P.H., McCallister, J.W., Luks, A.M. et al. Practical strategies for effective lectures. Ann Am Thorac Soc. 2014; 12: 561–566
  9. Masters, K. Edgar Dale's pyramid of learning in medical education: a literature review. Med Teach. 2013; 35: e1584–e1593
  10. Sawatsky, A.P., Zickmund, S.L., Berlacher, K. et al. Understanding resident learning preferences within an internal medicine noon conference lecture series: a qualitative study. J Grad Med Educ. 2014; 6: 32–38
  11. Jeffries, W.B. Teaching large groups. in: W.B. Jeffries, K.N. Huggett (Eds.) An Introduction to Medical Teaching. Springer Netherlands, Dordrecht, Netherlands; 2014: 11–26
  12. Nelson, C. What are the differences between long-term, short-term, and working memory?. Prog Brain Res. 2008; 169: 323–338
  13. Knowles, M. The Adult Learner: A Neglected Species. Gulf, Houston, TX; 1988
  14. Taylor, D.M. and Hossam, H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 82. Med Teach. 2013; 35: e1561–e1572
  15. Clardy, P.F. and Schwartzstein, R.M. Considering cognition: current challenges and future directions in Pulmonary and Critical Care Fellowship training. Ann Am Thorac Soc. 2015; 12: 474–479
  16. Sawatsky, A.P., Berlacher, K., and Graieri, R. Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a
 

Comentarios

Para ver los comentarios de sus colegas o para expresar su opinión debe ingresar con su cuenta de IntraMed.

AAIP RNBD
Términos y condiciones de uso | Política de privacidad | Todos los derechos reservados | Copyright 1997-2024